Teaching child care workers: A behavioral approach

Schinke, Steven P.; Wong, Stephen E.

doi:10.1007/bf01642068

Cited by 15 publications

(3 citation statements)

References 34 publications

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“…In sum, the calibre of the nurse training literature in this area is weak, and although there do exist exceptions (e.g. Paul & Lentz, 1977; Schinke & Wong, 1978) there is not a robust base for in-service training in behavioural approaches. One is bound to agree that The purpose of this paper is to describe an introductory course in behaviour therapy for 'although there has been a good deal of theoretical and descriptive literature on the optimal learning conditions for the acquisition of behavioural therapists' skills, little sound research has evaluated current training practices' (Wright & Mathieu, 1981, p. 326).…”

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confidence: 99%

The development and evaluation of a structured learning format introduction to behaviour therapy for psychiatric nurses

Milne¹

1984

British J Clinic Psychol

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A five-day in-service course in behaviour therapy for psychiatric nurses is described. The course utilized a structured learning format and systematized the progression from classroom to ward by introducing supervised single-case studies, although these were carried out by only a minority of trainees. This paper describes the comprehensive evaluation of a large-scale training programme, incorporating a control group design and 10 'outcome' measures. The evidence obtained from these measures indicated that the structured learning was effective in promoting knowledge and skills with behavioural techniques in the experimental group nurses (n = 41). There were no significant improvements in the scores obtained by the matched control group of nurses (n = 18). These results were maintained at a one-year follow-up assessment and indicated that psychiatric nurses can acquire and maintain behavioural techniques, and that they can apply them successfully with their long-stay patients. However, the proportion of nurses actually conducting the single-case study 'projects' was low. The implications of this are discussed in terms of the 'setting events' for projects in the ward.

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The development and evaluation of a structured learning format introduction to behaviour therapy for psychiatric nurses

Milne¹

1984

British J Clinic Psychol

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“…Schinke and Wong (1978) described an evaluation of "on-site" staff training in group homes; however, no data on individual staff members or follow-up data were pre sented. Bricker, Morgan, and Grabowski (1972) used videotape feedback and trading stamps to improve the behavior modification skills of direct care staff and Panyan and Patterson (1974) used instructions, video tape playback, and modeling in their study.…”

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A Competency-Based “Hands-On” Training Package for Direct-Care Staff

Burch¹,

Reiss²,

Bailey

1987

Journal of the Association for Persons with Severe Handicaps

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This study evaluated the effectiveness of a "hands-on" and videotape training package in teaching direct care staff in an Intermediate Care Facility to conduct daily activities for persons labeled profoundly mentally re tarded. A proficiency checklist of desired staff behaviors was developed and staff were provided with hands-on competency-based training. With the use of a multiple baseline design (across two groups of staff), it was shown that staff performance in conducting the activities im proved after the training was implemented, and that skills maintained at a 3-week follow-up check.

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“…Second, to ensure staff teaching skills are sufficiently developed to impact beneficially the client recipients of the teaching, concern needs to be directed to measuring changes in client skill development as a function of the staffs' teaching efforts (Gardner, 1973;Zlomke & Benjamin, 1983). Third, in addition to the issue of effectiveness of staff training programs reflected in the concerns just noted, concern is warranted over how acceptable the training programs are to the staff persons who participate in the training process Miller & Lewin, 1980;Schinke & Wong, 1978). Finally, concern should be directed to the efficiency of the training programs in terms of the amount of time required to train staff (3ernstein, 1982;Frazier, 1972;Gardner, 1973;Ziarnik & Bernstein, 1982).…”

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Preparing direct service staff to teach people with severe disabilities: A comprehensive evalution of an effective and acceptable training program

Parsons

Reid

Green

1993

Behavioral Interventions

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In light of the continuing need for residential, direct service staff to be able to teach people with severe disabilities, we comprehensively evaluated a program to train staff in behavioral teaching strategies. The program was developed and evaluated with attention given to recent concerns in the staff management literature regarding shortcomings with staff training research. The training program, involving a maximum of four, 2-hr classroom instruction sessions and three in vivo observation and feedback sessions, was evaluated in four studies. In Study 1, the program was shown to improve verbal skills of 13 direct service staff regarding behavioral teaching principles and terminology. In Study 2, the program was demonstrated to improve performancebased teaching skills of nine staff and four staff supervisors. In Study 3, the program was shown to result in improvements in adaptive skills of three clients with severe disabilities when direct care staff used their newly acquired teaching skills with the clients. In Study 4, the training program was shown to be well received among 17 staff trainees, although the trainees were more accepting of some program components than others. Results of the studies are discussed in regard to the importance of agencies providing effective and acceptable staff training programs. Future research areas also are noted, focusing on the need to determine, and minimize where possible, the amount of time required to conduct successful staff training.An area of concern historically in residential settings for people with severe disabilities is training direct service personnel in behavioral methods of teaching clients. Following early demonstrations of the effectiveness of behavioral teaching strategies with people who have severe disabilities in the 1960s and '70s (see Whitman, Scibak, & Reid, 1983, chap. 1, for an overview), it became apparent the developing technology of teaching would benefit few people living in congregate care facilities unless their direct service providers could apply the technology (Frazier, 1972;Quilitch, Miller, McConnell, & Bryant, 1975). Consequently, a number of programs for training paraprofessional, direct service personnel in the use of behavioral teaching strategies were developed and disseminated (see Gardner, 1973, for a descriptive summary).Although the experimental methodology of the early staff training research

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Teaching child care workers: A behavioral approach

Cited by 15 publications

References 34 publications

The development and evaluation of a structured learning format introduction to behaviour therapy for psychiatric nurses

The development and evaluation of a structured learning format introduction to behaviour therapy for psychiatric nurses

A Competency-Based “Hands-On” Training Package for Direct-Care Staff

Preparing direct service staff to teach people with severe disabilities: A comprehensive evalution of an effective and acceptable training program

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